Busy Bee Manual - WA SDA Children's...

Busy Bee Manual

Note

This has been modified from the printed manual in the following ways.

Three items have been copied from the Administration section of the manual and places with

each requirement: Goal of this track

Concept Included in This Component

Objective of this component

The purpose of this is that these ideas are associated with each requirement.

Two items have been omitted:

Workbook ActivityEvaluation

The first has been omitted because the helps in this web site largely replace the work books.

The second has been omitted because it was felt that the evaluation was not entirely relevant,

often merely repeating the requirement.

The Norm’s Notes at the end of each requirement are NOT part of the official manual, but

were written for the web site helps, but are retained here.

Requirements

BASIC REQ UIREMENTS

I Responsibility

Repeat from memory and accept the

Adventurer Pledge.

II ReinforcementObtain the Busy Bee Reading Certificate

by reading or listening to, either the

Book Club selection firm the ABC or

two books from the five topics listed in

the resource manual.

Complete at least 1 section from each of thefollowing four groups.

MY GO D (Choose at least 1 section)

I His Plan To Save Me

A Create a story chart showing the order

in which these events took place:

• creation • Sin and sadness begin

• Jesus cares for me today

• Jesus comes again

• Heaven

B Draw a picture or tell about one of the

stories above to show someone how

much Jesus cares for you.

II His Message To MeEarn the Bible I Adventurer Award.

III His Power in My LifeA Spend a regular quiet t ime with Jesus

to talk with Him and learn about Him.

B Ask three people why they pray.

MY SELF (Choose at least 1 section)

I I Am Special

Make a booklet showing different people

who care for you as Jesus would.

II I Can Make Wise ChoicesName at least four different feelings.

Play the Feelings Game.

III I Can Care For My BodyEarn the Health Specialist Adventurer

Award.

MY FAMILY (Choose at least 1 section)

I I Have A FamilyDraw or cut out a picture showing

something special about each member of

your family.

II Families Care For Each O ther

A Discover what the fifth commandment

(Exodus 20:12) tells you about families. B Act out three ways you can honour

your family.

III My Family Helps Me Care For Myself

Earn the Safety Specialist Adventurer

Award.

MY WO RLD (Choose at least 1 section)

I The World of Friends

Tell how you can be a good friend. Use

one of the following:

• Role playing • Puppets

• Other

II The World of O ther People

Tell about the work people do in your

church. Find a way to help them.

III The World of NatureEarn the Friend of Animals Adventurer

Award.

Basic Requirements

Basic Requirements

I Responsibility

Requirement

Repeat from memory and accept the Adventurer Pledge.

THE ADVENTURER PLEDGE

Because Jesus loves me, I can always do my best.

Goal of this track

To ensure that the children have the background necessary to receive maximum

benefit from the Adventurer program.

Concept Included in This ComponentCommitment to the common goals of the group.

Objective of this component Upon completion of the Adventurer requirements the children will:

Know: the meaning and purpose of the Adventurer Pledge and Law,

Feel: a sense of determination to make the Pledge and Law a part of their lives, and

Respond: by living by these principles.

Background Information

The Adventurer Pledge will serve as a regular reminder of the importance of striving for

excellence and as a spoken commitment to work toward this goal. The words, "Because Jesus

loves me," provide the children with the ultimate reason for doing their best. '"Whether you

are rich or poor, great or humble, God calls you into active service for Him. It will be by

doing with your might what your hands find to do that you will develop talent and aptitude

for the work" (Testimonies, vol. 9, page 129). Each child's best is different and valuable to

God.

"Never underrate the importance of little things. Little things supply the actual discipline of

life. It is by them that the soul is trained that it may grow into the likeness of Christ, or bear

the likeness of evil" (Child Guidance, pp. 129, 130).

"Be faithful. Put your heart into your work. Imitate none who are slothful, and who give

divided service... So long as you undervalue the importance of faithfulness in the little duties,

your character building will be unsatisfactory" (Messages to Young People, page 148).

Teaching Tips

! Introduce the pledge in a way that will inspire the children to understand it and strive to

fulfil it. Several related Bible stories and texts for discussion are suggested below:

Joseph and Potiphar (Genesis 39-41)

Parable of the Talents (Matthew 2.5: 14-30)

Eccl. 9:10 - "Whatsoever thy hand findeth to do . . ."

Luke 16:10 - "He that is faithful in that which is least . . ." Colossians 3:23 - "Whatsoever you do, do it heartily . . ."

! The techniques for learning Bible verses that are listed under the Bible I Award on page

42 can be used for learning the Adventurer Pledge as well.

! Repeat the pledge at every Adventurer meeting.

! Refer to the pledge at appropriate times during the course of other activities. Thus it

will not only become a part of the children's rote memory but also of their daily

thoughts, actions and choices.

Norm’s Notes

The requirement is to learn and accept the Pledge. In order to accept the Pledge the children

must understand it. This pledge is quite simple, but an expansion of the ideas in the pledge

might help make the principles behind it clearer.

II Reinforcement

Requirement

Obtain the Busy Bee Reading Certificate by reading or listening to, either the Book Club

selection from the ABC or two books from the five topics listed in the resource manual.

Goal of this track

To ensure that the children have the background necessary to receive maximum

benefit from the Adventurer program.


Introduction and review of the Adventurer concepts through reading.


Upon completion of the Adventurer requirements the children will:

Know: and understand more about their God, themselves, their families and their world,

Feel: the value and joy of reading, and

Respond: by continuing to use books for knowledge and pleasure


The Busy Bee Reading Certificate is awarded to children who read or have read to them

either:

1. The Book Club selection available from the ABC each year;

OR

2. Two books, selected from the following categories:

* Creation, Jesus' care for children, or heaven

* Feelings

* Staying safe

* Friends* Missions

These reading requirements are directed specifically toward the topics the children will be

covering in the Busy Bee curriculum. Choose books from the ABC or Christian book

stores, which fit into the categories of your choice.

Teaching Tips

! A parent, teacher, leader, brother/sister or grandparent may read to the Busy Bee

! Reading lists or books may be distributed at the beginning of the summer so books may be

completed during the summer months.

! Many good story books are available that deal with the topics in a truthful and sympathetic

way. Read any new book carefully to determine whether it is appropriate for the Busy Bee

age group and upholds Christian beliefs and standards.

! A simple reading motivator can be made by adding a new link to a reading chain each time

a child completes a book. Photocopy links on coloured paper with space for the name of

the book, the topic and the child's name. Join the links to one another in the manner of a

real chain, or cut them in a special shape (such as smiley faces, etc.) to fit a theme and post

them on a wall to stretch around the room.

Norm’s Notes

The requirement is to read some books (or listen to them being read). See also the book list in

the web section of these pages.

After reading or listening to each book a debrief should be carried out to be sure that there was

some understanding of what was read and to give opportunity for each child to express the

lessons they learned from the book. The following are suitable questions for the debrief.

I. Who was the hero (good person) or the villain (bad person) in this book?

II. What made them good or bad?

III. How would you react if you met people like that?

IV. Who would you like to copy in your life? Why?

My God

I His Plan to Save Me

Requirement

A. Create a story chart showing the order in which these events took place:

* Creation

* Sin and sadness begin

* Jesus cares for me today

* Jesus comes again * Heaven

B. Draw a picture or tell about one of the stories above to show someone how much Jesus

cares for you.

Goal of this track

To facilitate the development of a growing and fruitful relationship between the child

and Jesus Christ.


God’s love, sin and forgiveness, conversion, obedience.



Know: the broad outlines of God's plan of salvation and how to experience this gift

personally,

Feel: the assurance of God's love and salvation which produces joyful praise and a strong

determination to live for Him, and

Respond: by accepting Jesus Christ's gift of forgiveness and new life.


One of the greatest needs of the young child is the need for security and the ability to trust. This

security and trust can be fastened safely on Jesus. The basic goal of the Busy Bee requirements

is to teach the children that Jesus loves and cares for each of them personally.

Recognising the major events in the battle between good and evil will make it possible for the

children to understand how they fit into God's great plan to save us from evil. This understanding

will help to relieve the self-doubt and confusion they feel when faced with the selfishness and

suffering they see in themselves and in the world around them. They need to know that each

person can choose between the good things, which make people happy, and the evil (or bad)

things that hurt people. They need to know that God does not make bad things happen, but that

these things happen because of Satan and because of people's poor choices. They must know that

regardless of why bad things happen, Jesus will always help those who love Him.

The Bible story chart makes it possible for the children to become familiar with the basic outline

of the Great Controversy in a visual and sensorial way. They will learn the basic sequence of

these events by hearing the stories told, arranging the pictures, and discussing and illustrating the

stories. (During the next three years of Adventurer classes, the children will discover more details

to complete this basic framework.) Sharing this new understanding of Jesus' love will make it

firmer in their minds and strengthen the habit of speaking to others about Him.

Teaching Tips

! The story chart may be used in various ways as follows:

Place pictures from the following pages, or other pictures to illustrate the s t ories you

choose, on a large wall story chart. Add each new picture as you tell the story. The

children may refer to this chart as they work on their own pictures (in the workbook) and

as they learn about other stories from the Bible and from history.

! Other Bible stories about Jesus' love are:

Elijah and the Ravens (1 Kings 17:1-16)

Jesus Calms the Storm (Mark 4:35-41; Luke 8:22-25) The Lost Coin (Luke 15:8-10)

! In the first presentation, use the Bible story chart to give an over view of the battle between

good and evil. Place pictures on the story chart while telling how:

* God created a beautiful new planet

* Satan disobeyed and brought evil to our world* We live in an evil world under God's protection

* Some day soon Jesus will come back and make everything new for those who love

Him.

! This requirement may be presented in one or two short lessons or over a whole series of

lessons. The impact will be greater if the lessons are dealt with over a span of one to three

months. The material can be expanded to fit the amount of time and impact desired for

each lesson.

! In addition to the story chart, other activities may be added if there is time.

To stress the wonder and excitement of Creation, do special activities for each day of

Creation week.First day: Work with prisms, blind walks, or plants set in darkness to emphasise the

beauty and importance of light.

Second day: Place a candle in a jar or breathe into a balloon to show the importance of air.Third day: Trace foods back to their origins as plants.

Fourth day: Study the night sky, enjoy a book or film about planets and stars.

Fifth day: Identify birds or visit a pet store.Sixth day: Learn new things about a local animal.

Seventh day: Hold a celebration picnic. Have a creation treasure hunt with different groups

searching for things representing each day of Creation week.

Children could do art projects such as murals or accordion booklets to illustrate each day

of Creation week.

! God's watch-care may be demonstrated by using the story of the Good Shepherd. Dramatise

this story using a sheepfold made of craft (Popsicle) sticks and pipe-cleaner sheep. Sheep

pict ures may be created using cotton or wool and twigs, or other readily available

materials.

! Jesus' Second Coming and heaven can become real to children as they listen to various

accounts of the wonders of heaven. Discuss and portray what the children would like most

to see and do in heaven.

! To emphasise the importance of these activities, display the children's work in a special

place.

! The children may share their stories or art work with another individual during a Sabbath

School special feature.

The Manual on pages 36 to 40 has the four pictures for this requirement. We have them in the

Activity Book, please check there also.

Norm’s Notes

In each class a different part of the world time line is discussed with four or five events from the

world's history, mostly focussing on the lives of several individual (though the Sunbeam class

talks only of incidents from the life of Christ.

However, in the second part of the requirement there is something additional t o do and the

wording here gives the clue to the purpose of the stories in the first part of the requirement.

In the Busy Bee class the focus should be on "how much Jesus cares for you". This lesson is

obvious in the good world God gave us, and how it was spoiled and God's plan of restoration.

The Sunbeam class aim is to "show someone the joy of being saved by Jesus". Here in the stories

of his life and sacrifice we can see what Jesus did for us and learn the joy of salvation.

The Builder class looks at people who have lived since the death of Christ. The second part talks

about "how to give one's life to Jesus" The three people listed all gave their lives to Jesus, though

maybe in different ways, and this leads to a discussion on how a child today gives their heart to

Jesus.

The Helping Hand class looks at Old Testament heroes, and many lessons could be drawn from

their lives, but the second section talks about "how to live for God". Thus the stories should be

looked at from this point of view and discussion can be on how these people can be examples

for those living today.

In the manual at this stage there are the pictures for the requirement above. They are not repeated

here as they are in pdf helps.

II His Message to Me

Requirement

Earn the Bible I Adventurer Award.

1. Own or have use of a Bible.

2. Explain how to show respect for the Bible and how to care for it.

3. Name the first and last books of the Bible and tell who wrote them.

4. Tell or act out the following stories:

a. Conversion of Paul

b. Zacchaeus

c. Raising of Lazarus

5. Locate, read and discuss the following Bible verses about Jesus's love for you. Memorise

and repeat two of them.

a. John 3:16b. Psalm 91:11

c. John 14:3

d. Psalm 23:1

6. Prepare and act out a Bible story or parable of your choice. OR

With a group create a Bible story in some sand.

Goal of this track To facilitate the development of a growing and fruitful relationship between the child

and Jesus Christ.

Concept Included in This ComponentMemory verses, Bible books, using and trusting the Bible.


Know: how to learn of God's love and His plan for us through history and the Bible,

Feel: the desire and confidence to come closer to God throough studying the Bible, and

Respond: by studying the Bible regularly, easily and with understanding.

Award HELPS

1-2. If possible, see that each child has their own Bible. Teach that nothing is ever placed on

a Bible and that the Bible is to be kept clean. Show how to be careful and how to handle

the Bible reverently.

3. Help the Adventurers locate Genesis and Revelation in their Bibles. Encourage them to

locate each while a child tells about the author. Play Bible games, use felts, etc. Make this

a happy learning experience.

4. Help the children pantomime or dramatise the stories. Encourage them to make the story

"come alive." Keep a box of props, including items such as bath robes, scarves and a cane

to help the children illustrate the Bible characters.

5. Practice finding the texts in the Bible. Read them together and explain each text so the

children can understand its meaning.

6. Illustrate or act out Bible stories such as Daniel in the Lion's Den, Creation, Garden of

Eden, etc. or other Bible story of the Adventurer's choice.


The Busy Bee needs to understand that the Bible is God's book that tells us about Him and how

to love Him. The verses listed in the Bible I Adventurer Award requirements underscore the key

Busy Bee concept of Jesus' love and care for us and His desire to save us from evil. These verses

reinforce this concept in a way that most six-year-olds can understand and apply. Other verses

that reinforce these concepts may also be used.

The books of Genesis and Revelation contain some of the stories on the Busy Bee's Bible story

chart referring to the creation and re-creation of our world. These books provide a simple and

appropriate introduction to learning the books of the Bible.

Teaching Tips

! The foremost goal in learning the memory verse is for the child to understand its meaning

and its application to daily life.

! Other Bible texts and quotations about Jesus' love are:

Genesis 1:1 - "In the beginning. . ."

Psalms 34:7 - "The angel of the Lord encampeth. . ."

Matthew 19:14 - "Suffer the little children to come. . ."

Matthew 28:20 - "Lo, I am with you always. . ."John 10:27,28 - "My sheep hear my voice. . ."

Romans 8:38.39 - "I am persuaded, that neither death. . ."

"Only the sense of God's presence can banish the fear that, for the timid child, would make

life a burden." (Education, page 255)

"Fathers and mothers should teach the infant, the child, and the youth of the love of Jesus.

Let the first baby lispings be of Christ." (Child Guidance, page 487)

! Suggestions for Memorisation

There are many enjoyable ways to help children memorise Bible verses. Those listed

below begin with the simplest.

1. Introduce the verse as a whole, being sure that the children understand the

vocabulary and concepts it contains. Children may paraphrase the verse by writing

or repeating it in their own words.2. Use pictures and stories to illustrate the meaning of the verse. If a particular picture

is used for each verse, it can help to stimulate memory of the verse when children

look at it.

3. Verses can be learned with great ease when they are set to music. Many Bible verse

songs are available with the Sabbath School curriculums, and many Bible verse song

books are available from the ABC or Christian book stores.

4. Younger children can draw a picture or make a collage illustrating the meaning of

a verse. Older children can write and illustrate or decorate the verse. These

illustrated verses can be kept attached to the door to keep the verse fresh in their

minds.

5. Verses can be reviewed by having boys, girls, people wearing red, etc. repeat the

verse. The leader may do a word-by-word review by pointing to different children

to supply each word of a verse.

6. Each word of a verse may be written on separate cards and scrambled. Cards can be

put in order as an individual puzzle or a group activity with children taking turns

putting the verse in order. Have the group repeat the verse as soon as the cards are

in order. Word cards may be handed out to individuals who are then invited to find

the child holding the word that belongs on either side of them and link arms to make

a memory verse chain. When the entire verse is linked together in the correct order,

the children should assemble at the front of the classroom and repeat the verse.

Norm’s Notes

As the children are working through this award, try to make sure they learn practical lessons of

what God has done and how this applies to their daily lives. The following suggestions are for

ideas that will aid in bringing out these lessons in the following numbered requirements of this

award.

2. Why should we respect the Bible? (It is God's word). Respect is not superstitious care for a

holy icon!

3. Go beyond the names of these books, make sure the children realise that Genesis means

beginnings, and that Revelation means showing - and that it is the Revelation of Jesus Christ.

4 & 6. These are not just interesting stories, though they are that. They are also stories of people

who followed Jesus, and people who loved Him because He loved them first.

5. Note that these verses are "about Jesus' love for you". Make sure as the children learn two of

these verses that they get the point of this message.

III His Power in My Life

Requirement

A. Spend a regular quiet time with Jesus to talk with Him and learn about Him.

B. Ask three people why they pray.

Goal of this track To facilitate the development of a growing and fruitful relationship between the child

and Jesus Christ.

Concept Included in This ComponentPrayer, Bible study, witness, living for Christ.



Know: how to build a growing relationship with God,

Feel: the joy which comes from living for Him, and a determination to persevere, and

Respond: by spending a quiet time with God and growing more like Him everyday.


If a child learns at an early age to set aside daily time for private devotions, and if helped to make

this a habit, it will be easier to avoid that long, uphill battle that most Christians face in making

a habit of "finding" time for God.

Because families have widely differing schedules and levels of commitment and because children

have differing levels of ability and interest. The requirement leaves the frequency, length and

format of these "quiet" times open. These factors can be decided upon by the child in consultation

with a parent or leader, ranging from the ideal of daily morning and evening devot ions to a

minimum of weekly Sabbath, class, or club worship for those who are unable to participate in

any other way. In the beginning, teach by example and help the child enjoy spending time with

Jesus.

The prayer requirement encourages children to recognise and learn about the importance of

prayer in the Christian life.

Teaching Tips

A.

! Present the importance of private devotions after the child has become acquainted with

Jesus' love and plan for them. Establishing a habit of spending time with Jesus as a friend

requires dedicated guidance and supervision from both parents and leaders.

! The Adventurer leader can encourage private devotions in a number of ways.

1. Share some personal experiences with private devotions.

2 Talk of the benefits of a regular quiet time. 3. Provide frequent occasions for children to discuss their experiences.

4. Frequently discuss times, places and methods for enjoying the quiet time.

5. Make available a wide variety of devotional reading material. 6. Help and encourage parents to assist their child in regular p rivat e (and family)

devotions.

! Bible stories, texts and quotations:

Elijah on Mt. Carmel (1 Kings 18)

Paul and Silas delivered (Acts 16:19-34)The Lord's Prayer (Matthew 6:9-13)

Psalm 95:6 - "Let us kneel before the Lord. . ."

Psalm 145:18 - "The Lord is nigh unto all that call. . ."

1 Thessalonians 5:17 - "Pray without ceasing. . ." James 5:16 - "The effectual fervent prayer. . ."

1 John 5:14,15 - "If we ask anything. . ."

"Teach them to look to God for strength. Tell them that He hears their prayers . . .Lead

them to unite with God, and then they will have strength to resist the strongest temptation."

(Child Guidance, pages 172, 173)

"In every Christian home God should be honoured by the morning and evening sacrifices

of pray er and praise. Children should be taught to respect and reverence the hour of

prayer." (Counsels to Parents, Teachers, and Students, page 110)

"Jesus knows the needs of children, and He loves to listen to their prayers. Let the children

shut out the world and everything that would attract the thoughts from God; and let them

feel that they are alone with God. . . Then, children, ask God to do for you those things

that you cannot do for yourselves. Tell Jesus everything. . . When you have asked for the

things that are necessary for your soul's good, believe that you receive them, and you shall

have them." (The Adventist Home, page 299).

! Suggestions for Facilitating Children's Quiet times With Jesus

Because the children will normally be spending their quiet times at home, it is very

important to enlist the parent's enthusiasm and cooperation in helping children choose and

reach their goals. A letter may be drafted and sent home, but a better approach for arousing

enthusiasm would be to plan a special parent meeting that is focused entirely upon helping

children build the habit of regular personal Bible study and prayer. This meeting should

include a time of sharing and discussion that will remind parents of the central importance

of Bible study and prayer in the life of the Christian. Ideas and suggestions may be shared

by leaders and parents as to how time can be set aside for family and personal worship, and

what activities would be most meaningful for the Adventurer age group. Family worship

with the Adventurer child should be active and fun.

Children's personal quiet times should be spent in a quiet place where they feel comfortable

but not distracted. It may be based around the Sabbath School lesson, a Bible story book,

or a simple passage of Scripture from a modern translation of the Bible. Children may

enjoy drawing pictures, singing songs, writing verses, going for walks, or other creative

activities that apply the Bible readings. These quiet times should always begin with a

prayer of thanksgiving and petition, and end with a consideration of how the material

covered during the quiet time should affect the way the child chooses to behave.

Initially, a parent or other adult will need to join the child during the quiet time to help him

or her read the Bible passage or story and to model and teach how to enjoy a meaningful

quiet time with God. As the child becomes more independent and establishes positive

habits of Bible study and prayer, the parent may decrease participation at a pace with which

both the parent and child are comfortable.

1. Make worship a part of the family living pattern through sharing both spontaneous

worship moments and scheduled family worship.2. Set aside time for your own private devotions and help children become aware of the

joy and strength they supply.

3. Help children establish a time for daily prayer from their earliest years. Bedtime is

most common. It is particularly valuable for a father to take a few quiet moments

with his children to talk over the day's experiences and then encourage them to talk

to the Lord personally.

4. Guide the child in reading devotional literature on their own level as soon as the

child's reading skills are developed to the point of ease and enjoyment. A modern

language Bible may encourage a systematic program of Bible reading. An increasing

number of devotional reading materials for children are available from the ABC and

Christian book stores.5. Try to start the evening bedtime rituals soon enough to allow for warm, intimate,

companionable guidance in devotions without nagging the child to hurry.

B.

! The children or the leader may invite several adults to come and talk about their

experiences with prayer. Keep them short (about 2-5 minutes). Afterwards, discuss the

speaker's ideas.

Norm’s Notes

The first part of this component in each class is the same, having to do with the Adventurer

spending a quiet time with Jesus, to talk and learn about Him. The second part of the requirement

varies with class:

Busy Bee "Ask three people why they pray"

Sunbeam "Ask three people why they study the Bible"

Builder "Ask three people why they are glad to belong to Jesus"

Helping Hand "Work with an adult to choose one thing in your life that you would

like to improve. . . "

Notice the progression growth in spiritual life. Try to influence the children so that the first part

of the requirement includes the growth that is there in the second part. Remind them that "talking

and learning" means growth, when the person you are talking to is Jesus.

In your discussion while doing this requirement try to make sure that the children understand why

people pray.

My SelfI I am Special

Requirement

Make a booklet showing different people who care for you as Jesus would.

Goal of this track To enhance the children's care and appreciation for the individuals God created them

to be

Concept Included in This ComponentUniqueness and value of each person, responsibility for service, talents.



Know: that God created each person in a special way for a special purpose,

Feel: the assurance of their own unique value as children and co-workers of God, and

Respond: by discovering some of their own special strengths striving to improve them by

recognising their weaknesses and striving to effect change

Teaching Tips

! Introduce this requirement by bringing real "caring people" or coloured pictures and

descriptions. Caring people include:

* Jesus

* family members (also discussed in the family requirements)

* teachers (school and church)

* pastor* friends

* neighbours

* community service people (doctor, nurse, policeman, fireman, bus driver)

! A booklet may be made by having the children draw their own pictures of caring people

or pasting pictures, and then folding the pages from the workbook into a booklet. You may

like to give the children drawings of some of the above people so they can paste them into

their booklet and colour them in.

! It would be special for the child if some of the caring people wrote notes in the booklet

telling the child why they care for him or her. Friends could dictate or write notes to put

in one another's booklets.

! Some Bible stories and texts on this topic areMephibosheth (2 Samuel 9)

Elisha and the widow's Son (2 Kings 4)

Esther adopted (Esther 2:5-7)

Proverbs 17:17 - "A friend loveth at all times. . ." John 15: 12 - . . . love one another."

Phil. 4:19 - "My God shall supply all your need. . ."

Norm’s Notes

The operative words in the instructions to make a booklet of people who care, are "who care for

you as Jesus would".

How much did Jesus care for us? So much that he gave everything!

While we cannot find many people who care that much, we can still show children that there are

people who care. Maybe it is their profession to care, but they do show caring in their work.

The manual on page 46 has some Bible stories about people who cared, and these were not

professional carers either. Try to include in the booklet not just the professional carers, but also

people like family members, neighbours, church members etc.

II I Can Make Wise Choices

Requirement

Name at least four different feelings.

Play the Feelings Game.

Goal of this track To enhance the children's care and appreciation for the individuals God created them

to be

Concept Included in This ComponentFeelings, values, decision-making, media..


Know: the basic principles of wise decision-making,

Feel: the value of determining their own happiness and success by making wise choices

in Christ, and

Respond: by using good decision-making skills to make choices in everyday life.


How to play the Feelings Game.

1. With the children, talk about different kinds of feelings and write each one on a small card

or piece of paper.

2. Place the "feelings" cards in a bag or box.

3. Divide the children into groups of two or three and allow each group to draw a "feelings"

card.

4. Instruct the groups to practice showing how they might look when they have that feeling

1. Tell Jesus how you feel. Ask Him for help. 2. Ask yourself:

* "What am I feeling?"

* "Why am I feeling this way?" * "What shall I do about it?"

* "Is this a good thing to do?"

3. When you believe it is a good thing, do what you have decided to do.

1. Talk honestly with someone about your feelings.2. Find out more about the problem and work to change it.

3. Be alone for a while.

4. Work out your feelings in a harmless way, such as crying, drawing or

writing, or kicking a ball.

5. Tell yourself positive, helpful things.

(body language). Each group should also be ready to tell or act out a situation when they

have felt that way.

5. After each group presents their "feeling" to the entire group, talk about ways in which God

can help us deal with that feeling. (You may use the following steps for dealing with

negative feelings.)

One's feelings have a strong influence on the decisions and actions one makes. Recognising and

naming these feelings is the first step in being able to deal with them successfully.

Children experience both positive ("comfortable") and negative ("uncomfortable") feelings. A

multitude of words describe these feelings.

Some positive feelings children might express include love, pride, confidence, excitement,

enjoyment, happiness, courage, and security. These positive feelings may be dealt with by being

thankful for them, enjoying them and sharing them with others.

Negative feelings that the children may recognise include anger, guilt, jealousy, sadness,

loneliness, embarrassment, fear, disapp ointment, discouragement, anxiety, frustration and

grumpiness. Children can be led through the series of steps in dealing with these feelings as

shown in the first box that follows.

Hurting oneself or other people or things is not a good way to deal with negative feelings. Neither

is lying, running away from the problem, or thinking a lot of negative thoughts about yourself

or others. Negative feelings can be dealt with by looking for solutions. It may be helpful to lead

the children through the steps noted in the second box that follows.

Obviously, different solutions are appropriate for different situations, feelings and people.

At a very early age, children can begin to learn to recognise their feelings and to talk with

someone about the feelings they have and how they can deal with them. They can learn to

communicate their feelings in a kind way to helpful adults and to the person(s) who may have

done something to bring about those feelings. Kind communication of feelings involves both

choosing the words carefully and speaking in a kind manner. An adult can help the child decide

how to communicate feelings by helping him or her to choose appropriate words as well as an

appropriate time and place to share such feelings.

Teaching Tips

! Help children build the habit of recognising, naming, and dealing positively with their

feelings whenever possible by:

* recognising children who appear to be upset;

* encouraging them to talk about what they are feeling and why; * accepting the feelings t hey express without condemning the child or children;

* helping the children choose a positive way of dealing with the feeling(s).

! Another type of feeling game may be played by discuss ing, act ing, or writing about

feelings, reactions and solutions to specific situations, such as getting an "A," being teased,

having a birthday, quarrelling with a sibling, or feeling left out.

! Children may also enjoy describing and/or discussing their happiest moment, saddest

moment. etc.

! A matching card game could be made with cards showing various situations, feelings and

solutions.

! You can use the boxes above which are also found in the workbooks, to give to the

children on cards to take home to remind them of the steps they can take to deal with their

feelings.

! Bible stories, texts and quotes that can be used in discussions are:

Happy/Cheerful:

Psalm 144:15 Proverbs 29:18 John 13:17Excitement/Joy: Miriam at Red Sea

Exodus 15:19-21

Anger/Hatred: Cain, Haman

Mat t hew 5:44 Proverbs 14:17 Proverbs 16:32 Ephesians

4:26,31Fear: David and Goliath, Esther, Gideon

Psalm 56:3; Joshua 1:9Shame/Embarrassment: Peter

2 Chronicles 7:14 Romans 1:16

Sadness: Job

Psalm 30:5 Psalm 34:14 Psalm 126:5Jealousy/Coveting: Joseph's brothers, Ahab and the Vineyard

Exodus 20:17 Colossians 3:2 James 3:16

Discouragement: Joseph in prison, John on PatmosRomans 8:28 Proverbs 24:10 Matthew 11:28 Proverbs 3:5,6

Complaining/Grumbling: God sends the quail

Philippians 2:14 Philippians 4:11

"There is no such thing as following Christ unless you refuse to gratify inclination and

determine to obey God." (Messages to Young People, page 154)

"Without divine help they will be unable to control human passions and appetites. In Christ

is the very help needed . . ." (Child Guidance, page 467)

Norm’s Notes

While this is the "feeling game" remember that the heading of this component is "I can make

wise choices".

In the section above there are boxes which tell us how to handle negative feelings. Discuss these

with the class, and ask the children if the steps make sense to them as a way of discussing these

steps.

Use the Bible stories listed above, to further discuss feelings. These could be used as a worship

subject before or after this component is used. In presenting these stories, do not only bring out

the feelings that affected the people in the stories, but note the choices they made as they handled

these feelings

III I Can Care for My Body

Requirement

Earn the Health Specialist Adventurer Award.

1. Learn and repeat 1 Corinthians 6: 19, 20.

2. Cut out pictures and make a poster to show three healthy meals you could eat.

3. Explain why your body needs exercise.

4. For one week, record the hours you sleep. Tell why you need rest.

5. Explain why you need fresh air and sunlight.

6. Explain why water is important for your body. Tell the number of glasses of water you

should drink each day.

7. Describe and practice good dental hygiene.

8. Name three things that might destroy your health.

Goal of this track

To empower the children to be happy and productive members of the families God

gave them.


Uniqueness of families, family changes, roles and responsibilties.


Know: To empower the children to be happy and productive members of the families God

gave them,

Feel: appreciative of their own families and comfortable with their role in them, and

Respond: by responsibly performing their own role in the family.

Award HELPS

1. Talk together as a group or family about the principles of the text.

2. Have a tasting party of healthy foods. Blindfold the Adventurers and have them guess

what food they smell, then taste the food. OR have the Adventurers cut pictures of food

from old magazines, arrange them on a poster or paper plate and discuss what makes a

healthy meal.

3. Your body needs exercise to keep muscles strong, strengthen your heart, improve your lung

capacity, make you look and feel better. Do several exercises for fun and health. "Tortoise

and Hare" is a running-in-place exercise. First you "run" 20 steps slowly as a tortoise, then

20 steps faster as the hare would run. Repeat three times. Have a wheelbarrow race in

which one child holds the ankles of the first child. They both walk forward, one on hands,

the other on feet. Then they change places.

4. When you sleep your whole body relaxes, including your muscles, heart and breathing.

Your body uses this time to recover and repair itself.

5. Without fresh air we cannot live. Breathe deeply and enjoy. Sunlight contains vitamin D,

which helps to form strong bones. Sunlight is a disinfectant. Exercise in the sunlight by

doing the "Russian Hop." Get into a squat position with your arms folded across your

chest. Hop up and forward with your feet. Hop around in a circle. At the end of each hop,

you are back in the starting position.

6. We lose water when we breathe, sweat or urinate, and it must be replaced. Your body is

about two-thirds or 65% water. Drink eight glasses of water daily to remain healthy. Many

foods have water; lettuce is nine-tenths water.

7. A dentist has educational materials that explain dental hygiene to children.

8. Contact your family doctor, local health department or public library for a video or film

that will make this a real learning experience. Many things could destroy your health - lack

of sleep, poor eating habits, little or no exercise, drinking alcohol, drug abuse etc.

Norm’s Notes

As the requirements of this award are completed, focus continually on the point that this is how

each individual cares for their own body. Failure to follow these good health habits is failure to

properly care for our bodies.

Notes on the Requirements 1 Note that learning this text is pointless unless it is understood. Note that the helps in

the second part of the award suggests a discussion of the principles of the text.

2 See the suggestion in the helps section of this award of a "tasting party" 3 Exercise is another way to "care for my body".

4 Sleep is a necessity to good health and good body care.

5 When talking of fresh air and sunshine, remind the children that these are given to

us by God to help us to care for our bodies. 6 See the help on this requirement. Actually we get some of our eight glasses in our

food and other drinks than plain water, but water is the best.

7 It has recently been stated in Sydney that lack of dental hygiene is ruining the health

of people in this state. 8 Caring for our bodies means we must avoid these things

My Family

I I Have a Family

Requirement

Draw or cut out a picture showing something special about each member of your family.

Goal of this track To empower the children to be happy and productive members of the families God

gave them.

Concept Included in This ComponentUniqueness of families, family changes, roles and responsibilties.



Know: To empower the children to be happy and productive members of the families God

gave them,

Feel: appreciative of their own families and comfortable with their role in them, and

Respond: by responsibly performing their own role in the family.


Every child has a family of some kind. The purpose of this activity is to help the child appreciate

their family. A family may be defined as a group of people who care for each other and live

together in a home. Families are usually related. A family may be a "natural," step, adoptive, or

foster family. There are no perfect families. God wants to help each home be what He designed

homes to be - a place where people cooperate, share, and support one another, even when they

disagree.

Teaching Tips

! Encourage each child to share something special about their family. Challenge the children

to think about what a family is and how many different kinds of families there are.

! A quiz that "tests" how much the children know about their family members can be fun and

stimulating. Questions could include eye or hair colour; favourite food, subject in school,

colour, place, thing to do, person, song, or book; birth date; future goal; etc.

! Be sensitive to children's family situations (single parent, divided homes, extended family,

etc.). Some children may choose to use substitute families such as the Adventurer Club

"family," the church "family," or any other family that cares about them.

! Any children's art projects may be mounted as a mural stretching the length of a wall or

hallway. Follow this with a discussion of how the various families and family members are

similar and different, and how they are valuable.

! Bible stories, texts and quotations:

The First Family (Genesis 2)

Jesus' Family (Luke 2)Psalm 68:6 - "God setteth the solitary in families. . ."

"The family ties are the closest, the most tender and sacred, of any on earth." (The Ministry

of Healing, page 356, 357)

Norm’s Notes

Note the warning on the "Teaching Tips" section above about being sensitive to children whose

family is "different". In this world of sin there is no perfect family, but each family exists for

mutual care of its members.

Try to draw each child out on things they appreciate in their family. Every family has something

that the child can recognise as valuable. Help them to recognise the sp ecial features of their

family.

Read carefully the objective above.

II Families Care for Each Other

Requirement

A. Discover what the fifth commandment (Exodus 20:12) tells you about families.

B. Act out three ways you can honour your family.

Goal of this track

To empower the children to be happy and productive members of the families God

gave them.


Authority and respect, appreciation, family activities.



Know: what family members must do in order to live, work and play together happily for

God's glory,

Feel: a growing love for family members and ease in communicating with them, and

Respond: by working to enhance positive relationships with each member of the family.


One of the main ways in which children honour their mothers and fathers is by obeying them.

Family rules are essential because they describe how people can get along with one another.

This includes living safely and happily together within their environment. Families have rules

concerning the use of space (such as where to eat or play); time schedules (such as when to get

home after school); belongings (such as borrowing or sharing); work (such as chores); play (such

as what or where); and habits or customs of the family (such as ways of doing different things).

Parents are responsible for the well-being of the family (caring for, teaching, and encouraging).

They have the final responsibility for setting the rules.

The words we speak and the way we say them also may honour or dishonour our parents. It is

important to speak to parents and family members in a respectful, kind way. Disagreements and

feelings may be expressed in a reasonable way, but the parent's decision must be accepted.

Carrying one's fair share of family responsibility is another way to honour one's family. Many

responsibilities need to be taken care of for the benefit of the whole family, and it is unrealistic

and unfair to expect that one or even two people should shoulder the burden for tasks that will

benefit all. This attitude is as unhealthy for the non-participant as it is for the person left to do

all the work.

Ask the children to tell some of the types of responsibilities that must be taken care of in the

average family such as:

* manage finances * car maintenance* shop * yard and garden work

* earn money * household repairs

* food preparation * child care

* cleaning * pet care

Parents are also responsible for caring for the children and making sure that they are safe and

healthy and that they have what is necessary for them to grow into happy and successful

Christians. Parents must teach the children how to care for themselves, how to treat others, and

how to handle the problems and challenges they will face in their lives. Above all they must

encourage and affirm the children in their struggle to grow and learn. It is for this reason that

parents are given authority over their children - to care for and encourage them as they learn to

be responsible Christian individuals.

"But let them also learn, even in their earliest years, to be useful. Train them to think that, as

members of the household, they are to act an interested, helpful part in sharing the domestic

burdens, and to seek healthful exercise in the performance of necessary home duties." (Child

Guidance, p 301.)

Keep in mind, also, the maturity level and abilities of each child and the responsibilities for

growth through school and play that are essential at this age.

Teaching Tips

! Help children understand what the word honour means in the t ext . Discuss with the

children how we can honour our parents today. Divide into groups to act out several of

these suggestions.

! Children may dramatise the following:

* obedience to several specific family rules, even when it is hard;

* how they will act toward their parents when they feel grumpy, angry, or sad;

* ways to help parents with family responsibilities.

! Follow the dramatisations with a discussion of why these things are important and how

they plan to put them into practice in the future. Each child may choose one special area

and make plans to work on it.

! Bible stories, texts and quotes:

Samson (Judges 13-16)Miriam watches Moses (Exodus 2)

David tending sheep (1 Samuel 16)

Boy Jesus (Luke 2)

Exodus 20: 12 - "Honour thy father and thy mother. . ." Ephesians 6:1-3 - "Children, obey your parents. . ."

Proverbs 3:11 - "Whom the Lord loveth He correcteth. . ."

Proverbs 1:8 - "Hear the instruction of thy father. . ."

Psalm 19:7 - 'The law of the Lord is perfect. . ."Hebrews 13:17 - "Obey them that have the rule over you. . ."

Galatians 6:2 - "Bear one another's burdens."

"Administer the rules of the home in wisdom and love, not with a rod of iron. Children will

respond with willing obedience to the rule of love." (Counsels for Parents, Teachers, and

Students, page 114)

"Every principle involved in them (rules) should be so placed before the student that he

may be convinced of its justice. Thus he will feel a responsibility to see that the rules which

he himself has helped to frame are obeyed. Rules should be few and well considered; and

when once made, they should be enforced." (Education, page 290)

"Children may be taught, when young, to lift daily their light burdens, each child having

some particular task for the accomplishment of which he is responsible to his parents or

guardian. They will thus learn to bear the yoke of duty while young." (The Adventist Home,

page 286)

"The faithful mother will not, can not . . . be a domestic slave, to humour the whims of her

children and excuse them from labour." (Child Guidance, page 349)

Norm’s Notes

In the world today children are continually bombarded with things that are their "rights". The

honour that should be given to parents is ignored in this emphasis.

Rights received require responsibilities to match. "Families Care for Each Other" means mutual

benefits - child to and from parents.

In the good family, parents protect the children. Children need to recognise their share in caring

for other members of their family.

III My Family Helps Me Care for Myself

Requirement

Earn the Safety Specialist Adventurer Award.

1. With your parents, discuss your home fire-safety plan. Select two of the following areas

and give four safety rules for each area.

a. Home safety

b. Outdoor safety (city or country)

c. Weather safety d. People safety

2. Practice a fire drill for at least one of the following places.

a. Home

b. School c. Church

3. As appropriate for your area, practice the safety drills OR discuss what you would do in

the following emergencies. a. Cyclone

b. Earthquake

c. Flood

d. Firee. Lightning and thunder

4. Be a Safety Detective. Check the people and places that you are learning about and list any

hazards.

5. Make a mural or safety poster showing dangerous situations and what you can do about

them.

6. With your club, play the Safety Game. (Give each other safety situations to answer with

"Yes," "No," or "I'll ask an adult.")

Goal of this track To empower the children to be happy and productive members of the families God

gave them.

Concept Included in This ComponentSafety, stewardship, indoor skills, outdoor skills.


Know: the skills needed for the independence appropriate to their age level,

Feel: confidence and fulfilment in their growing ability to manage their own lives with

Jesus' help, and

Respond: by regularly practician their growing independence skills.

Award HELPS

1. Encourage parents to help the Adventurers make a fire safety plan. People safety refers to

refusing rides with strangers, etc.

2. Draw a floor plan for your school, club or church, and show where and how to get out of

the area in case of emergency. Practice these drills.

3. Police or fire departments or your public library will have information for your particular

area. Discuss the kind of disasters that may appear so you can inform and prepare the

children without frightening them.

4. Make up a "Safety Detective" button or ribbon that the Adventurers may wear when they

are recording potential problems at home, school or church. They should look for hazards

such as a broken latch on a cabinet that has cleaning fluids or medicine in it, frayed wires

or broken electrical plugs, a rake lying face up, boards on the path, a broken water tap,

unlabelled containers holding paint thinner or petrol, broken glass, etc.

5. Ask permission to display the posters in a public place.

6. Give the children safety situations in which they must answer, "Yes," "No," or "I'll ask an

adult." Start the game with a situation you have experienced, such as broken glass on the

floor. Ask "Would you pick up the glass?" "Would you tell an adult?" Encourage the

children to share realistic situations and to think carefully before acting.

Norm’s Notes

The heading of this component is "My Family Helps Me Care for Myself". This component

emphasises growing independence.

The Safety Specialist Award is a junior approach to proper Risk Management.

Life is full of risks and even children can learn to manage them for their own safety.

1. Remember that you and every other person are special and important.

2. Be friendly - let others know that you care about them.

3. Be interested - listen and do things with the person that he or she

enjoys.4. Be independent - not everyone needs to be your close friend or

playmate.

5. Trust God and follow His ways to help you find the right friends.

My World

I The World of Friends

Requirement

Tell how you can be a good friend. Use one of the following:* role playing

* puppets* other

Goal of this track

To enable the children to encounter God's world with confidence and compassion.


Social Skills, courtesy, prejudice, peer pressure..


Know: how to develop and participate in friendships in a positive way,

Feel: confident in social situations, and

Respond: by acting with compassion and courage and thereby enjoying fulfilling friendships.


For six-year-old children, "A friend is someone who likes you, and whom you like." As the

children first become aware of friends, they think of a friend as someone who does what they

want. By the time the children become Busy Bees, they are beginning to understand that being

a friend involves some give and take, but it will be several years before they are able to fully

understand that friendship is a mutual exchange of caring, respect and trust.

In order to help Busy Bees develop the skills needed for good social relationships, we can

capitalise on their interest in fairness. The children need to learn how to relate in a fair and

friendly way to all people and to form strong relationships with playmates and close friends. The

child who does not easily learn these basic social skills needs extra guidance so that he or she

will not become unhappy and negative toward self and others,

Children can be taught to make friends. Help them remember the "rules" outlined below.

To develop and maintain a friendship, encourage children to remember the suggestions in the

next box.

1. Try to understand your friend's feelings. (Don't always insist on having

your own way.)

2. Encourage and praise your friend whenever you can. (Be honest about

it.)3. Don't nag or argue-tell your feelings and listen to your friend's feelings.

4. Do nice things for your friend,

5. Don't try to keep your friend only for yourself.

Encourage children to remember that Jesus is their first and best friend. They will want to choose

friends who will help them to be His friend. Being a friend can help others to know what Jesus

is like and to want to be His friend.

Teaching Tips

! Introduce the activity by telling and discussing a Bible story about friendship. Make a

p os t er illustrating some principles in the story for making and keeping friends. Some

unfinished sentences that can be used to facilitate discussion include:

* To me, a friend is . . .

* I make friends most easily when,. . .

* My friends upset me when . . .* I like it when my friend . . .

* I can be a better friend by . . .

! To act out the principles for being a good friend, children may:

* Make their own puppets (from pap er bags or sticks and cut-out pictures);

* Use simple store-bought puppets; or

* Plan small role plays or skits.

! Situations such as those suggested here may be written on separate cards in simple

language and read with the children.

* You are going on a field trip and don't have anyone with whom to sit.

* One of the girls in your class is having a picnic for several friends, and you're

not invited,* You just moved to a new town, and this is your first day in a new school,

* Your friend shows you their new toy, and you have a better one at home.* A friend asks if they can copy answers from your paper.

* Some of the other kids in your class tease you because you're short.

* One of your friends broke your new game accidentally.

* One of your friends broke your new game on purpose.* After the children have tried a few situations, they may want to make up some

of their own for their friends to solve. Children may also enjoy taping their

performance (audio or video).

! Bible stories and texts:

David and Jonathan (1 Samuel 18-20)Psalm 1:l - "Walk not in the counsel of the ungodly. . ."

Proverbs 16: 28 - "A whisperer separateth chief friends. . ."

Proverbs 17:17 - "A friend loveth at all times. . ."Proverbs 18:24 - "A man that hath friends must show himself friendly."

Norm’s Notes

The "Teaching Tips" in the manual for this component have many good suggestions. Copy the

boxes on pages 57 & 58 of the manual to give to the children to take home. Ask those who

cannot yet read for themselves to have their parents remind them of the details.

Keep the discussion at the child's level of what are true friendships.

II The World of Other People

Requirement

Tell about the work people do in your church. Find a way to help them.

Goal of this track To enable the children to encounter God's world with confidence and compassion.


Serving the church, community, country, world.



Know: that they are a part of the wide variety of people and groups in God's world,

Feel: a respect and compassion for individuals and groups, and

Respond: by becoming a model of God's love, and living God's plan for His people.


Six-year-olds can begin to understand the purpose of the local church (to worship Jesus, to love

and care for each other, and to tell others about Jesus). They should recognise the importance of

each member in the work of the church. If children begin to learn these principles at a young age,

they may take church responsibilities more seriously as they grow older. They need to know that

they can contribute to their church even when they are young.

The tasks in the local church may be explained by dividing them into categories, such as:

1. Leaders: pastor, elders, church board members, Sabbath School Superintendent, division

leaders, Pathfinder and Adventurer leaders;

2. Caretakers: deacons, deaconesses, treasurer, clerk, secretary;

3. Teachers: Sabbath School teachers;

4. Church Ministry Workers: personal ministries, community services, musicians.

Teaching Tips

! Ask the pastor or one of the above people to come and talk to group about what they do.

! Talk to them about the Biblical example of Moses delegating responsibility.

! The children can do a survey of members in their church to find out what offices people

hold.

! Talk about the different church jobs they might like to do when they are older.

! The children could draw a picture of a person showing them actively involved in one of the

above categories of 1 to 4 above; they might choose for example Primary Sabbath School

leader or pastor preaching.

! Bible stories, texts and quotes:

Samuel (1 Samuel 1-3)

Psalm 73:16, 17 - "It was too painful for me until I went into the sanctuary."

Isaiah 56:7 - "My house shall be a house of prayer. . ."

Matthew 18:19, 20 - "Where two or three are gathered. . ."Hebrews 10:2,5 - "Not forsaking the assembling. . ."

"The Lord desires us to understand that we must place our children in right relation to the

world, the church, and the family." (Child Guidance, page 99)

Norm’s Notes

Note that there are two aspects to this requirement:

V. What people do in your church VI. What you can do to help them.

Through this requirement children will recognise themselves as part of the church family as well

as a part of their biological family. Others care for and serve us in the church. The children also

have our part to play in helping the church the function properly.

III The World of Nature

Requirement

Earn the Friend of Animals Adventurer Award.

1. Take care of an animal or bird for four weeks.a. Feed it and be certain it has fresh water.

b. Keep its cage or resting place clean.

OR

Put out food scraps or seeds for animals or birds in your neighbourhood. Keep careful

watch for four weeks.

a. List and identify creatures that feed there.

b. Draw or colour pictures of them.

2. Visit one of the following and give a report of what you do and see.a. a zoo

b. a natural history museum

c. an aviaryd. a kennel

e. a farmyard

f. a pet shop

3. Play an animal game.

Goal of this track

To enable the children to encounter God's world with confidence and compassion.

Concept Included in This ComponentGod and nature, nature study, nature recreation, concern for the environment.


Know: some of the special things which God;s creation has to offer,

Feel: an appreciation and concern for the natural world, and

Respond: by enjoying nature and caring for it.

Award HELPS

1. Help the Adventurers learn responsibility and proper care for a pet. (You may purchase

a group pet and have the Adventurers take turns caring for it.) A feeding station may be

as simple as a window sill or a particular place on the ground. To attract birds and animals

use a variety of seeds, nuts or grains.

2. Include family members. Talk about what you saw and learned.

3. Choose from different animal games, such as Animal Lotto, Animal Dominoes, and bird

and animal games available at ABC or other Christian book stores.

Norm’s Notes

This component is an introduction to the world of nature that God made for us.

Our reaction has two aspects: VII. To appreciate and enjoy what God has made.

VIII. To care for our part of nature.

The first requirement responds to our care for animals, either as pets or as local wild-life. The

second and third requirements relate to our enjoyment of animals.

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